Abstract
The purpose of the chapter is to determine how open distance learning (ODL) can achieve the goals of social justice in a developing context, keeping the related challenges and achievements in mind, with specific reference to the University of South Africa (UNISA). Equity in higher education is seen as a human right for all citizens to have a fair opportunity to develop their potential. ODL has the potential to provide access to students who would otherwise have been excluded from higher education. However, because of a diverse student profile, not all students have access to digital technology, which can lead to new forms of injustices. Within a critical research paradigm, the research used a case study design and document analysis to gather data. The findings show that with the needed support and guidance, ODL has the potential to be a key vehicle in addressing access to higher education for all. With specific reference to UNISA, the findings show that the institution has made progress in achieving digital access and social justice, although it should be seen as a process that still needs progress and monitoring. A cautionary picture is, therefore, painted, particularly regarding the lived reality of digital equity and social justice in a developing world context.
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van den Berg, G. (2021). The Role of Open Distance Learning in Addressing Social Justice: A South African Case Study. In: Pearson Jr., W., Reddy, V. (eds) Social Justice and Education in the 21st Century. Diversity and Inclusion Research. Springer, Cham. https://doi.org/10.1007/978-3-030-65417-7_17
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